The Moderation Effect Of Teachers’ Work Experience In Implementing Professional Learning Community (Plc)

Abstract

The educational platform is rapidly moving towards implementing a Professional Learning Community (PLC) to add value and foster collaboration among teachers, aiming to enhance student achievement in an academic and positive manner. This study delves into the examination and evaluation of potential influences, specifically exploring whether demographic characteristics such as work experience  act as moderators in the relationship between Context,  and Process evaluation toward Product evaluation in implementing PLC among teachers. The study employs a quantitative method, and as groundwork for the analytical framework, Structural Equation Modeling (SEM) with AMOS 24.0 was adopted to test the significance of the concerned variables. The research involved 480 teachers from secondary schools in the state of Selangor, selected through a stratified random sampling technique. Participants actively completed a comprehensive questionnaire assessing their perspectives on work experience toward implementing PLC. The findings reveals that significant interaction effect of  work experience serves as a moderator in the relationship between Context and Process evaluation concerning Product evaluation.  Moreover, the study highlights the pivotal role of teachers’ work experience in moderating  effects within the product evaluation aspect of PLC implementation.